D232 Special Education Methods and Instruction
D232 Special Education Methods and
Instruction Test Questions And Correct
Answers/Answer Key 2025
What questions does Progress Monitoring answer?
1. Are the students making progress at the expected rate? Specially designed instruction is intended to
accelerate learning in order to narrow the gap between the students performance and the standard.
2. Is the students growth adequate? The instructions should allow them to meet their short-term
objectives and benchmarks in order to master the annual goals.
3. What components of the students specialize designed instruction can be intensified or adjusted to
accelerate progress?
The importance of progress monitoring (5 of them)
1. It enables teachers to make timely, appropriate instructional decisions
2. It provides documentation of student progress for accountability and instructional planning
3. It promotes efficient communication with families and other professionals about the student progress
4. It encourages higher expectations for students by teachers
5. It leads to accelerated learning by aligning instructional practices with individual needs
What are the six key characteristics of progress monitoring tools?
1. Brief formative assessments
2. Reliable and valid and evidence based
,D232 Special Education Methods and Instruction
3. Repeated measures that have alternate forms and are comparable in difficulty, conceptualization, and
capture student ability
4. Measure age-appropriate outcomes
5. Provide continuous feedback to both students and the teacher concerning learning success and
challenges
What are the six major steps and effective progress monitoring?
1. Continue progress monitoring and analyzing
2. Analyze results and make instructional decisions
3. Collect and share data
4. Plan for data collection and review
5. Determine expected rate of progress
6. Select a measurement tool
True or false - progress monitoring provides data and information to adjust specially designed
instruction to accelerate student progress.
true - a review her progress monitoring data tells the IEP team about the student rate of progress in
response to specially designed instruction
True false - gathering progress monitoring data is optional because a little information is revealed by the
graph.
false - graphing progress monitoring data provide solid information and results that is easily share with
students parents teachers and administration.
,D232 Special Education Methods and Instruction
true or false - curriculum based measurements (CBMs) are short term, repeated and directed
assessments of targeted skills.
true - curriculum based measurement provide an easy and quick method to gathering student progress
and measure a short term gains in specific academic skills, such as reading fluency, maths fluency,
reading comprehension, letter identification, and math computation, etc.
True or false - progress monitoring provides long-term summative results.
False. Progress monitoring tools are formative assessments and should be used to adjust instruction.
What are the features that progress monitoring must employ to be effective within the context of
response to intervention?
1. Progress monitoring is conducted in all tiers of instruction
2. Progress monitoring measures are based on and directly relevant to the curriculum, as well as the
grade level and tier level of response to intervention
3. In order to facilitate data collection measures must be easy to administer and effective
4. Results should be displayed in a manner that makes interpretation simple and efficient, for example,
in charts or line graphs
5. Rules for decision-making must be determined for all aspects of progress monitoring data, including
cut scores for level or performance score, slope or change in performance overtime, and percentage of
mastery
6. Cut scores in decision rules must have a clear rationale
7. Progress monitoring measures must be collected frequently enough to informed instructional and
placement decisions. Frequency of administration may differ across different tiers, and guidelines for
these should be specified.
8. Results of progress monitoring, although important should be considered only one of several sources
that inform instructional decision making
, D232 Special Education Methods and Instruction
In response to intervention, what is the purpose of tier 1?
Tier 1: The whole classStudents in this tier may work in small groups. Teachers do their best to give the
kids teaching that fits their skill levels and how they learn best. However, there's not always time to give
kids individual attention.
In response to intervention, what is the purpose of tier 2?
Tier 2: Small group interventionsKids who aren't making progress in Tier 1 will get Tier 2 help. This
usually means small group lessons two to three times a week, using methods that are proven to work. It
can also mean special teaching. Educators call this help “interventions.”
In response to intervention, what is the purpose of tier 3?
Tier 3: Intensive interventionsThis is the most intense level of RTI. Tier 3 can mean small group work, or
it can mean individual lessons. Most kids who get this support still spend a lot of their day in a general
education classroom.
What are the 3 to 4 tiers is used in the model of culturally responsive literacy instruction when
employing response to intervention for students from a diversity of backgrounds?
The number of tiers used in a culturally responsive literacy instruction model with Response to
Intervention (RTI) for diverse students can vary depending on the specific framework and program
adopted. However, most frameworks fall within the range of 3 to 4 tiers, with variations in their focus
and intensity of support. Here's a breakdown of the common tiers:
Tier 1: Universal Screening and Core Instruction:
D232 Special Education Methods and
Instruction Test Questions And Correct
Answers/Answer Key 2025
What questions does Progress Monitoring answer?
1. Are the students making progress at the expected rate? Specially designed instruction is intended to
accelerate learning in order to narrow the gap between the students performance and the standard.
2. Is the students growth adequate? The instructions should allow them to meet their short-term
objectives and benchmarks in order to master the annual goals.
3. What components of the students specialize designed instruction can be intensified or adjusted to
accelerate progress?
The importance of progress monitoring (5 of them)
1. It enables teachers to make timely, appropriate instructional decisions
2. It provides documentation of student progress for accountability and instructional planning
3. It promotes efficient communication with families and other professionals about the student progress
4. It encourages higher expectations for students by teachers
5. It leads to accelerated learning by aligning instructional practices with individual needs
What are the six key characteristics of progress monitoring tools?
1. Brief formative assessments
2. Reliable and valid and evidence based
,D232 Special Education Methods and Instruction
3. Repeated measures that have alternate forms and are comparable in difficulty, conceptualization, and
capture student ability
4. Measure age-appropriate outcomes
5. Provide continuous feedback to both students and the teacher concerning learning success and
challenges
What are the six major steps and effective progress monitoring?
1. Continue progress monitoring and analyzing
2. Analyze results and make instructional decisions
3. Collect and share data
4. Plan for data collection and review
5. Determine expected rate of progress
6. Select a measurement tool
True or false - progress monitoring provides data and information to adjust specially designed
instruction to accelerate student progress.
true - a review her progress monitoring data tells the IEP team about the student rate of progress in
response to specially designed instruction
True false - gathering progress monitoring data is optional because a little information is revealed by the
graph.
false - graphing progress monitoring data provide solid information and results that is easily share with
students parents teachers and administration.
,D232 Special Education Methods and Instruction
true or false - curriculum based measurements (CBMs) are short term, repeated and directed
assessments of targeted skills.
true - curriculum based measurement provide an easy and quick method to gathering student progress
and measure a short term gains in specific academic skills, such as reading fluency, maths fluency,
reading comprehension, letter identification, and math computation, etc.
True or false - progress monitoring provides long-term summative results.
False. Progress monitoring tools are formative assessments and should be used to adjust instruction.
What are the features that progress monitoring must employ to be effective within the context of
response to intervention?
1. Progress monitoring is conducted in all tiers of instruction
2. Progress monitoring measures are based on and directly relevant to the curriculum, as well as the
grade level and tier level of response to intervention
3. In order to facilitate data collection measures must be easy to administer and effective
4. Results should be displayed in a manner that makes interpretation simple and efficient, for example,
in charts or line graphs
5. Rules for decision-making must be determined for all aspects of progress monitoring data, including
cut scores for level or performance score, slope or change in performance overtime, and percentage of
mastery
6. Cut scores in decision rules must have a clear rationale
7. Progress monitoring measures must be collected frequently enough to informed instructional and
placement decisions. Frequency of administration may differ across different tiers, and guidelines for
these should be specified.
8. Results of progress monitoring, although important should be considered only one of several sources
that inform instructional decision making
, D232 Special Education Methods and Instruction
In response to intervention, what is the purpose of tier 1?
Tier 1: The whole classStudents in this tier may work in small groups. Teachers do their best to give the
kids teaching that fits their skill levels and how they learn best. However, there's not always time to give
kids individual attention.
In response to intervention, what is the purpose of tier 2?
Tier 2: Small group interventionsKids who aren't making progress in Tier 1 will get Tier 2 help. This
usually means small group lessons two to three times a week, using methods that are proven to work. It
can also mean special teaching. Educators call this help “interventions.”
In response to intervention, what is the purpose of tier 3?
Tier 3: Intensive interventionsThis is the most intense level of RTI. Tier 3 can mean small group work, or
it can mean individual lessons. Most kids who get this support still spend a lot of their day in a general
education classroom.
What are the 3 to 4 tiers is used in the model of culturally responsive literacy instruction when
employing response to intervention for students from a diversity of backgrounds?
The number of tiers used in a culturally responsive literacy instruction model with Response to
Intervention (RTI) for diverse students can vary depending on the specific framework and program
adopted. However, most frameworks fall within the range of 3 to 4 tiers, with variations in their focus
and intensity of support. Here's a breakdown of the common tiers:
Tier 1: Universal Screening and Core Instruction:
